Tells how to increase composition students' awareness of audience by helping them understand the instructor as audience, by holding conferences with them, and by peer reviews. (EL)

States that teachers can help students overcome problems with clarity by showing them how to become more sensitive to the reader's ignorance of the writer's intentions; presents sample sentences from students' writing to illustrate writing problems that force the reader to examine the sentences a second time. (DD)

Discusses two audiences for whom classical teaching and training courses are intended. Provides an analysis of these audiences with regard to the use and relevance of Computer Assisted Education (CAE). (TW)

Describes several strategies designed to increase audience participation in role play and simulation activities in the foreign language classroom, including audience feedback, role switching, voting, instant replay, cultural discussion, audience direction, press conference, and class soap opera. These strategies make the role play more productive…

Describes an assignment in which composition students explain how the elements in a magazine advertisement contribute to its overall strategy. Indicates that the assignment fosters students' critical judgment and audience awareness. (TJ)

Describes an end-of-the-term project in which students were encouraged to write for a specific, actual audience. (FL)

Suggests creating subtle but simple controversial issues and personalities for student assignments to help students consider the problem of audience in technical and business writing. (TJ)

Describes a unit on rhetorical stance, or choosing a tone which is appropriate for the intended audience, which utilizes Randy Newman's song "Short People." (MKM)

Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Presents an exercise that will show acting students how to tell the audience a good story. Discusses how students must assume responsibility for creating the best possible story based on a central object as insignificant as a penny might appear to be. Describes experiences of taking the students through four "rounds" of this exercise. (SC)

Describes a three-step communications loop involving student self-descriptions that promote greater audience awareness. (RL)

Describes the rationale for teaching the cognitive context of argument and argumentation, presents an example of an approach to value argument, and discusses the role of the unconscious in argument. (PD)

Usual student seminar classes involve students presenting papers to the class. Alternatives to this approach are offered that maximize student audience involvement. The suggestions incorporate variations of sub-grouping, idea generation, discussion of important statements, and the refining, clarification, and evaluation of key statements. (JMD)

English teachers must organize activities that will teach the true processes of revision. (JH)